Among the many problems of Africa there is none that has attracted more discussion, and indeed more controversy, than that of the type of education which should be given to the African." 1 Thus stated William Malcolm Hailey in his famous report An African Survey: A Study of Problems Arising in Africa South of the Sahara published in 1938.
European imperial expansion and consolidation in Africa was, from its inception, a trans-imperial process that was increasingly codified, regulated, and legitimized in an international sphere. Similarly, initiatives that aimed to counter Western dominance and hegemony across the 20th century looked for international institutions as privileged instances for claim-making and enhanced resistance against imperial and colonial projects. All these dynamics included several and diverse actors, networks, and institutions, from distinct geographies and with varied political and social outlooks. They gave origin to the global normative and institutional order of today. From the different but competing “civilizing missions” to the crystallization of self-determination as the global political norm, the history of Africa has been a recurrent feature of the mounting drives for internationalization that marked 20th century, offering several possible avenues of research for a global history of colonialism in the continent.
After the Second World War, development and welfare abounded in the political imagination of European colonial empires. Efforts to rejuvenate their colonial projects entailed the redefinition of “native policies” on health, labor, and education. In relation to these, imperial states and colonial administrations sought varying levels of cooperation, recuperating some initiatives from past decades. This chapter studies how one of the institutional expressions of the will to collaborate through the circulation of ideas, plans, and experts, the Commission for Technical Cooperation in Africa South of the Sahara (CCTA), an inter-imperial organization created in 1950, addressed the problem of colonial education (focused on “native” communities). Colonial “native” education was used to foster forms of “enlightened neo-colonialism,” sustaining the language and repertoires of late colonial developmentalism and arguments legitimizing colonial rule. This text shows how this was done by focusing on a particular moment: the 1957 Inter-African Conference on Industrial, Commercial and Agricultural Education, in Luanda (Angola).
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